Hirvela Coming Back to Voice
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Coming back to voice The multiple voices and identities of mature multilingual writers Alan Hirvela*, Diane Belcher 1 ESL Composition Program, The Ohio State University, 60 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172, USA Abstract Compositionists often speak of the need to help students acquire a voice or identity in their writing. This interest in teaching voice is understandable but also problematic. Satisfactorily defining ``voice,'' especially from a second language L2) point of view, is one of those problems. Another is a reliance on various conceptualizations that privilege a ``Western'' or a romantic or individualistic notion of voice in classroom situations where many students do not share such a background. In this paper, we use three case studies to address a third problem: a tendency in L2 writing instruction and research to overlook the voices, or identities, already possessed by L2 writers, many of whom at the graduate level bring a history of success as professional/academic writers in their native language and culture to the L2 writing classroom. We examine the role voice can play not as a teaching device but rather as a means by which to investigate and understand the voice-related issues these mature writers encounter in L2 contexts. D 2001 Elsevier Science Inc. All rights reserved. Keywords: Voice; Identity; Self-representation; Multilingual writers; Graduate students 1. Introduction Voice, as Elbow 1994a, p. xliii) has observed, is both ``a lightning rod that attracts ideological dispute'' and a powerful metaphor that allows composition- 1060-3743/01/$ ± see front matter D 2001 Elsevier Science Inc. All rights reserved. PII:S1060-374300)00038-2 * Corresponding author. Tel.: +1-614-292-6360; fax: +1-614-292-4054. E-mail addresses: [email protected] A. Hirvela), [email protected] D. Belcher). 1 Also corresponding author. Journal of Second Language Writing 10 2001) 83 ± 106
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